What do we mean by meaningful access and support? How can we create learning environments that promote college completion? Let’s explore these five imperatives from the white paper (see white paper here) and share ways to achieve them.

Expand evidence-based, comprehensive support system

Develop innovative funding models

Promote an ecosystem of education

Recognize developmental education as a field of practice with professional standards

When keynoting at the recent Indiana National Association of Developmental Education (INADE) Conference, I learned about an exciting program called ASAP - Associate Accelerated Program at Ivy Tech Community College. ASAP students complete a two-year degree program in half the time by doubling up on the normal course load. They are required to be on campus 9 to 5 every weekday and agree not to work during the school week. In addition, they engage in service programs with public schools in the community.

ASAP students receive strong support from advisers and from the close relationships they develop with their peers and teachers. The program, funded by Lumina, provides a weekly $100 stipend to the students, and they proceed to graduation without incurring debt.

The evidence is impressive! In the first three years, sixty-nine percent finished within a year. In comparison, only fifty-eight percent of students who begin at a two-year public institution complete any post-secondary degree within six years. The success of ASAP has led to another round of funding by Lumina and matching funding from the institution to expand the program to fourteen Ivy Tech Campuses in Indiana.

This is a prime example of several Meaningful Access imperatives including developing innovative funding models, expanding evidence-based comprehensive support systems, and promoting an ecosystem of education. What do you think needs to be done to replicate ASAP elsewhere? Do you know of other programs that address some of the imperatives of Meaningful Access? Please share them here.

I think Sugata Mitra's "Hole in the Wall" project is a fascinating example of meaningful access. Basically, kids in the project figured out how to use a PC on their own and then taught others. The following is a link to his Ted Talk:

When students receive a stipend of $100 per week, it would be quite an incentive to complete a program like ASAP. I can see how successful students would be left with little debt at a community college, but not at a state or private college. My question would be why would the success rate be 69% and not higher at a community college? What happened when students who had received the stipend, did not complete the program? Were they required to re-pay the stipend? Were they given an extension? Do you know how that was handled?

Reply

Terrance Bradford

4/14/2015 08:56:05 am

Having created a program like ASAP I have witnessed similar results. After conducting an exit survey with students in the program, I discovered a few patterns with the students that did not complete the program. Many discussed how their home life was a hindrance to success and "If I didn't live in the community where I grew up/ made mistakes I think there would have been fewer distractions." This is an issue for many community college students and an issue for enrollment managers across the community. Meaningful access programs make it easier for students, however there are some who have personal circumstances that prevent them from taking advantage of these programs. It's the deviation component we all encounter...